Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

13

60

73

27

14

64

78

22

13

65

78

22

Female

13

64

77

23

15

66

81

19

15

67

81

19

Male

12

57

69

31

13

62

75

25

12

63

75

25

Asian

8

85

92

8

21

50

71

29

29

43

71

29

Black

7

55

62

38

7

62

70

30

8

61

69

31

Hispanic

11

66

76

24

16

70

85

15

14

71

86

14

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

17

64

81

19

20

65

85

15

19

68

86

14

Multiple Races

16

58

74

26

10

63

73

27

10

64

73

27

Students with Disabilities

9

25

34

66

16

27

43

57

18

30

48

52

Students without Disabilities

13

65

78

22

14

69

83

17

13

70

82

18

Economically Disadvantaged

8

57

65

35

9

64

72

28

7

64

71

29

Not Economically Disadvantaged

19

64

84

16

23

65

87

13

23

67

90

10

English Learners

10

66

76

24

10

43

52

48

-

41

41

59

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

3

91

94

6

9

77

86

14

Foster Care

<

<

<

<

<

<

100

0

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

17

56

72

28

20

53

72

28

15

55

70

30

Female

20

57

77

23

23

52

75

25

18

60

77

23

Male

13

54

67

33

15

54

69

31

12

51

63

38

Black

7

54

61

39

11

55

66

34

10

48

57

43

Hispanic

19

63

81

19

11

61

72

28

-

62

62

38

White

25

56

80

20

29

51

80

20

21

62

83

17

Multiple Races

18

53

71

29

9

52

61

39

14

52

67

33

Students with Disabilities

3

30

33

68

22

8

31

69

19

23

42

58

Students without Disabilities

19

59

78

22

19

58

77

23

14

60

74

26

Economically Disadvantaged

7

55

62

38

13

53

66

34

8

53

61

39

Not Economically Disadvantaged

31

57

88

12

35

52

87

13

28

59

87

13

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

15

62

77

23

18

60

77

23

16

59

75

25

Female

14

61

76

24

19

62

81

19

18

62

79

21

Male

15

62

78

22

16

58

73

27

14

56

71

29

Asian

<

<

100

0

<

<

<

<

Black

7

59

66

34

8

58

66

34

10

58

68

32

Hispanic

15

85

100

0

33

53

87

13

23

54

77

23

White

19

63

83

17

25

59

85

15

21

64

85

15

Multiple Races

33

50

83

17

7

79

86

14

13

39

52

48

Students with Disabilities

6

39

44

56

12

26

37

63

16

24

39

61

Students without Disabilities

16

65

81

19

19

65

84

16

16

64

80

20

Economically Disadvantaged

8

63

71

29

10

60

70

30

10

56

66

34

Not Economically Disadvantaged

26

60

86

14

32

59

90

10

26

65

91

9

English Learners

10

90

100

0

<

<

100

0

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

17

59

75

25

18

63

82

18

24

57

81

19

Female

15

60

75

25

13

70

83

17

27

57

84

16

Male

18

57

76

24

23

58

81

19

21

58

79

21

Asian

<

<

100

0

<

<

<

<

<

<

<

<

Black

10

56

66

34

11

62

73

27

10

56

66

34

Hispanic

21

53

74

26

11

83

94

6

36

57

93

7

White

23

59

82

18

25

62

87

13

35

56

91

9

Multiple Races

8

83

92

8

25

67

92

8

7

86

93

7

Students with Disabilities

14

27

41

59

-

44

44

56

18

28

45

55

Students without Disabilities

17

63

81

19

21

66

86

14

25

62

87

13

Economically Disadvantaged

13

55

68

32

12

66

78

22

13

62

75

25

Not Economically Disadvantaged

24

64

88

12

30

59

88

12

41

50

91

9

Homeless

<

<

100

0

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

<

<

100

0

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

56

70

30

15

60

76

24

12

70

82

18

Female

18

59

77

23

17

55

73

27

7

74

81

19

Male

11

54

64

36

14

64

78

22

15

67

82

18

Asian

<

<

<

<

<

<

100

0

<

<

<

<

Black

5

54

59

41

9

56

65

35

4

69

73

27

Hispanic

<

<

<

<

26

53

79

21

19

69

88

13

White

23

57

80

20

21

64

85

15

18

70

88

12

Multiple Races

-

50

50

50

13

67

80

20

9

82

91

9

Students with Disabilities

6

28

33

67

19

31

50

50

3

42

45

55

Students without Disabilities

15

60

75

25

15

64

79

21

13

73

86

14

Economically Disadvantaged

6

54

60

40

10

61

71

29

6

69

75

25

Not Economically Disadvantaged

24

60

85

15

27

58

85

15

21

72

93

7

English Learners

<

<

<

<

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

<

<

<

<

100

0

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

13

60

72

28

14

66

80

20

13

69

82

18

Female

12

67

79

21

20

67

86

14

14

69

83

17

Male

13

52

66

34

9

65

75

25

12

70

81

19

Asian

<

<

<

<

<

<

100

0

Black

8

56

64

36

5

64

69

31

8

68

76

24

Hispanic

14

57

71

29

<

<

100

0

12

88

100

0

Native Hawaiian

<

<

100

0

White

15

64

78

22

23

66

89

11

18

68

85

15

Multiple Races

21

50

71

29

-

80

80

20

8

77

85

15

Students with Disabilities

13

23

36

64

8

38

46

54

22

37

59

41

Students without Disabilities

13

64

77

23

15

70

85

15

11

74

85

15

Economically Disadvantaged

8

59

66

34

7

66

74

26

6

70

76

24

Not Economically Disadvantaged

19

61

80

20

24

66

90

10

24

68

92

8

English Learners

<

<

<

<

<

<

<

<

<

<

100

0

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

100

0

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

10

53

63

37

8

66

73

27

8

67

75

25

Female

11

56

67

33

6

71

77

23

12

67

79

21

Male

9

50

59

41

9

61

70

30

5

66

72

28

Asian

<

<

100

0

<

<

<

<

Black

9

39

47

53

8

57

64

36

6

55

61

39

Hispanic

-

62

62

38

14

73

86

14

<

<

<

<

White

11

63

74

26

6

74

81

19

11

77

87

13

Multiple Races

17

50

67

33

8

46

54

46

<

<

<

<

Students with Disabilities

12

12

24

76

30

20

50

50

14

29

43

57

Students without Disabilities

9

58

68

32

5

72

76

24

8

71

79

21

Economically Disadvantaged

6

45

51

49

4

63

67

33

2

65

67

33

Not Economically Disadvantaged

14

63

77

23

13

69

82

18

18

69

87

13

English Learners

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

4

76

80

20

6

80

86

14

6

77

83

17

Female

5

82

87

13

6

85

91

9

6

80

86

14

Male

4

70

73

27

7

75

81

19

5

74

79

21

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

4

66

70

30

3

80

83

17

5

74

79

21

Hispanic

-

78

78

22

-

90

90

10

-

92

92

8

White

5

85

90

10

10

80

90

10

6

79

85

15

Multiple Races

<

<

100

0

<

<

<

<

7

73

80

20

Students with Disabilities

8

20

29

71

19

26

44

56

31

31

63

38

Students without Disabilities

4

85

88

12

5

85

90

10

3

82

85

15

Economically Disadvantaged

4

73

77

23

3

81

84

16

6

74

80

20

Not Economically Disadvantaged

5

79

83

17

10

79

90

10

6

81

87

13

Homeless

<

<

100

0

<

<

100

0

Military Connected

-

94

94

6

<

<

<

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

18

54

72

28

17

60

77

23

18

57

75

25

Female

21

57

78

22

20

66

86

14

23

61

85

15

Male

14

52

66

34

15

53

68

32

14

53

66

34

Asian

<

<

100

0

<

<

<

<

<

<

100

0

Black

10

51

61

39

13

60

73

27

11

56

67

33

Hispanic

13

58

71

29

17

60

77

23

18

53

71

29

White

26

56

82

18

21

60

81

19

26

58

84

16

Multiple Races

13

56

69

31

17

56

72

28

9

64

73

27

Students with Disabilities

21

16

37

63

21

15

36

64

24

20

44

56

Students without Disabilities

17

60

77

23

17

65

82

18

18

61

79

21

Economically Disadvantaged

10

54

64

36

12

59

71

29

11

59

70

30

Not Economically Disadvantaged

27

55

82

18

24

62

86

14

30

54

84

16

Homeless

<

<

<

<

Military Connected

31

63

94

6

<

<

<

<

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

47

66

34

13

57

71

29

17

53

71

29

Female

26

47

73

27

17

64

81

19

24

59

82

18

Male

13

46

59

41

10

51

61

39

11

48

60

40

Asian

<

<

100

0

<

<

100

0

Black

13

43

57

43

11

54

65

35

8

50

58

42

Hispanic

11

53

63

37

26

42

68

32

<

<

<

<

White

26

49

74

26

13

63

77

23

26

57

83

17

Multiple Races

17

42

58

42

23

38

62

38

<

<

<

<

Students with Disabilities

20

10

29

71

23

13

36

64

15

15

29

71

Students without Disabilities

19

52

71

29

12

63

75

25

18

58

76

24

Economically Disadvantaged

10

46

56

44

10

52

62

38

7

56

64

36

Not Economically Disadvantaged

30

47

78

22

19

65

84

16

32

49

81

19

Homeless

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

16

62

78

22

21

62

84

16

19

61

80

20

Female

16

66

82

18

22

69

91

9

23

64

87

13

Male

16

57

73

27

21

55

76

24

16

57

73

27

Asian

<

<

100

0

<

<

<

<

<

<

100

0

Black

7

58

65

35

15

66

81

19

13

61

74

26

Hispanic

16

63

79

21

-

91

91

9

18

64

82

18

White

26

64

90

10

29

57

86

14

27

59

85

15

Multiple Races

<

<

100

0

<

<

100

0

14

71

86

14

Students with Disabilities

22

22

44

56

19

19

37

63

34

25

59

41

Students without Disabilities

15

68

83

17

22

66

88

12

18

65

82

18

Economically Disadvantaged

10

61

71

29

15

66

81

19

14

62

76

24

Not Economically Disadvantaged

23

62

85

15

29

58

87

13

28

59

87

13

Homeless

<

<

100

0

Military Connected

38

54

92

8

<

<

<

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

64

77

23

15

63

77

23

16

69

85

15

Female

14

68

82

18

15

66

81

19

17

70

87

13

Male

14

59

73

27

15

59

74

26

15

67

82

18

American Indian

<

<

100

0

<

<

100

0

<

<

100

0

Asian

36

43

79

21

27

60

87

13

38

54

92

8

Black

7

63

70

30

8

60

68

32

10

69

79

21

Hispanic

20

66

85

15

15

73

88

12

11

81

92

8

Native Hawaiian

<

<

100

0

<

<

100

0

<

<

100

0

White

19

64

83

17

21

64

85

15

22

68

90

10

Multiple Races

14

65

79

21

13

57

70

30

14

64

79

21

Students with Disabilities

10

30

40

60

14

34

47

53

16

41

58

42

Students without Disabilities

14

68

82

18

15

66

81

19

16

72

88

12

Economically Disadvantaged

9

63

72

28

9

63

72

28

10

71

81

19

Not Economically Disadvantaged

21

64

85

15

24

62

86

14

27

65

92

8

English Learners

24

63

87

13

4

58

63

38

-

76

76

24

Homeless

<

<

<

<

<

<

100

0

<

<

<

<

Military Connected

17

57

74

26

32

50

82

18

Foster Care

<

<

<

<

<

<

<

<

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

69

83

17

15

61

76

24

19

68

87

13

Female

18

68

86

14

17

60

77

23

20

68

88

12

Male

11

69

80

20

13

62

75

25

18

68

86

14

Black

6

70

76

24

10

56

65

35

12

68

80

20

Hispanic

13

81

94

6

15

70

85

15

-

100

100

0

White

23

64

87

13

21

66

87

13

27

66

93

7

Multiple Races

-

94

94

6

8

50

58

42

19

62

81

19

Students with Disabilities

3

30

33

68

17

25

42

58

21

40

60

40

Students without Disabilities

16

75

91

9

15

65

80

20

18

73

91

9

Economically Disadvantaged

10

67

77

23

9

61

70

30

12

70

83

17

Not Economically Disadvantaged

21

72

93

7

29

62

91

9

31

64

95

5

English Learners

<

<

100

0

<

<

<

<

<

<

100

0

Homeless

<

<

<

<

<

<

100

0

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

25

61

86

14

25

62

87

13

14

76

90

10

Female

21

64

85

15

26

63

89

11

17

73

90

10

Male

28

59

87

13

23

60

84

16

10

80

90

10

Asian

<

<

100

0

<

<

100

0

Black

13

65

78

22

13

68

80

20

9

78

87

13

Hispanic

69

31

100

0

27

73

100

0

8

85

92

8

White

29

63

91

9

35

55

90

10

19

75

94

6

Multiple Races

50

42

92

8

21

71

93

7

9

68

77

23

Students with Disabilities

11

47

58

42

14

40

53

47

13

42

55

45

Students without Disabilities

27

63

90

10

27

65

92

8

14

81

95

5

Economically Disadvantaged

17

63

80

20

18

65

84

16

9

78

87

13

Not Economically Disadvantaged

38

58

96

4

37

55

92

8

22

73

95

5

English Learners

60

40

100

0

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

100

0

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

23

60

83

17

27

60

87

13

22

69

91

9

Female

20

59

79

21

22

64

86

14

25

68

93

7

Male

25

61

86

14

31

57

88

12

20

69

89

11

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

12

65

76

24

15

67

82

18

12

76

87

13

Hispanic

30

60

90

10

37

53

89

11

21

79

100

0

White

31

57

88

12

35

55

90

10

32

61

93

7

Multiple Races

17

67

83

17

42

58

100

0

7

86

93

7

Students with Disabilities

16

26

42

58

6

53

59

41

13

45

58

43

Students without Disabilities

24

65

89

11

30

61

91

9

24

72

96

4

Economically Disadvantaged

17

64

80

20

18

64

83

17

12

76

88

12

Not Economically Disadvantaged

35

53

88

12

43

52

95

5

40

57

97

3

Homeless

<

<

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

<

<

<

<

100

0

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

11

65

76

24

12

69

82

18

16

73

88

12

Female

14

73

87

13

11

73

84

16

11

77

88

12

Male

9

58

67

33

13

66

80

20

20

69

89

11

Asian

<

<

<

<

<

<

100

0

<

<

100

0

Black

5

60

64

36

6

66

72

28

9

74

83

17

Hispanic

<

<

<

<

5

89

95

5

6

88

94

6

White

18

70

87

13

19

70

90

10

21

71

92

8

Multiple Races

-

55

55

45

-

73

73

27

36

55

91

9

Students with Disabilities

5

35

41

59

21

40

62

38

3

61

65

35

Students without Disabilities

12

69

81

19

11

74

84

16

17

74

91

9

Economically Disadvantaged

4

64

68

32

6

71

77

23

9

75

84

16

Not Economically Disadvantaged

21

66

88

12

24

66

91

9

27

68

95

5

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

<

<

<

<

100

0

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

52

62

38

12

53

65

35

12

71

83

17

Female

10

62

71

29

16

62

77

23

13

75

88

13

Male

9

43

52

48

9

45

54

46

12

69

80

20

Asian

<

<

<

<

<

<

100

0

Black

7

49

56

44

7

42

49

51

9

74

82

18

Hispanic

15

45

60

40

<

<

100

0

21

71

93

7

Native Hawaiian

<

<

100

0

White

10

56

67

33

18

61

79

21

14

70

84

16

Multiple Races

15

46

62

38

<

<

<

<

17

58

75

25

Students with Disabilities

18

20

38

63

14

30

43

57

26

33

59

41

Students without Disabilities

8

57

65

35

12

56

68

32

10

78

87

13

Economically Disadvantaged

6

51

57

43

8

50

57

43

5

75

81

19

Not Economically Disadvantaged

14

55

69

31

19

58

77

23

27

63

90

10

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

100

0

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

5

60

65

35

12

59

72

28

17

60

78

22

Female

3

68

71

29

15

63

78

22

17

73

89

11

Male

6

54

60

40

10

56

65

35

18

50

67

33

Asian

<

<

<

<

Black

3

53

56

44

12

52

65

35

8

59

67

33

Hispanic

-

76

76

24

8

77

85

15

<

<

<

<

White

7

66

73

28

13

64

77

23

27

64

91

9

Multiple Races

8

58

67

33

<

<

<

<

<

<

<

<

Students with Disabilities

7

27

34

66

29

16

45

55

17

34

51

49

Students without Disabilities

4

67

71

29

9

67

76

24

17

65

82

18

Economically Disadvantaged

4

57

61

39

8

60

67

33

7

66

73

27

Not Economically Disadvantaged

7

66

73

27

19

59

78

22

35

50

85

15

English Learners

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

12

74

86

14

11

70

81

19

20

68

89

11

Female

13

76

89

11

11

77

88

12

26

64

89

11

Male

11

72

83

17

11

64

75

25

15

73

88

12

American Indian

<

<

100

0

<

<

100

0

Asian

<

<

<

<

<

<

100

0

<

<

100

0

Black

5

78

83

17

7

72

78

22

14

69

83

17

Hispanic

9

91

100

0

18

68

86

14

12

82

94

6

White

18

69

87

13

13

69

83

17

26

66

92

8

Multiple Races

20

70

90

10

25

63

88

13

8

77

85

15

Students with Disabilities

3

43

47

53

2

40

42

58

3

72

75

25

Students without Disabilities

13

77

90

10

12

75

87

13

22

68

90

10

Economically Disadvantaged

7

75

82

18

9

68

77

23

12

73

85

15

Not Economically Disadvantaged

18

72

91

9

14

74

88

13

32

62

94

6

Homeless

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

<

<

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

58

67

33

4

57

61

39

7

61

68

32

Female

11

64

76

24

1

60

61

39

5

69

74

26

Male

6

51

56

44

6

54

61

39

8

54

62

38

American Indian

<

<

100

0

Asian

<

<

<

<

<

<

100

0

Black

2

52

54

46

1

45

46

54

3

57

60

40

Hispanic

18

73

91

9

-

69

69

31

12

65

76

24

White

14

61

75

25

7

69

76

24

10

66

76

24

Multiple Races

<

<

<

<

9

18

27

73

8

54

62

38

Students with Disabilities

5

23

27

73

-

18

18

82

-

13

13

88

Students without Disabilities

9

61

70

30

4

60

64

36

7

65

73

27

Economically Disadvantaged

3

53

56

44

1

52

53

47

5

56

62

38

Not Economically Disadvantaged

14

63

77

23

9

63

72

28

10

70

79

21

Military Connected

-

45

45

55

<

<

<

<

Foster Care

<

<

100

0

<

<

<

<

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

13

81

94

6

16

76

92

8

14

75

90

10

Female

14

81

95

5

16

80

96

4

13

75

88

12

Male

12

81

93

7

16

71

87

13

16

76

92

8

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

6

88

95

5

7

81

88

12

10

78

88

12

Hispanic

<

<

100

0

9

82

91

9

<

<

<

<

White

20

74

93

7

24

72

96

4

18

73

90

10

Multiple Races

<

<

100

0

<

<

<

<

<

<

100

0

Students with Disabilities

<

<

<

<

<

<

100

0

Students without Disabilities

13

82

95

5

16

75

92

8

14

75

90

10

Economically Disadvantaged

8

87

95

5

6

83

89

11

9

73

83

17

Not Economically Disadvantaged

17

77

94

6

26

68

95

5

18

77

95

5

Military Connected

<

<

<

<

Foster Care

<

<

100

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

11

67

78

22

11

65

76

24

16

63

79

21

Female

8

70

78

22

7

69

76

24

15

66

81

19

Male

13

65

78

22

14

61

75

25

16

61

77

23

American Indian

<

<

100

0

<

<

100

0

<

<

100

0

Asian

33

67

100

0

<

<

<

<

<

<

<

<

Black

6

63

69

31

6

59

64

36

7

59

66

34

Hispanic

13

72

85

15

14

63

76

24

17

68

85

15

White

15

70

85

15

14

71

85

15

23

66

89

11

Multiple Races

10

69

79

21

16

62

78

22

10

72

82

18

Students with Disabilities

14

25

39

61

8

32

41

59

13

31

44

56

Students without Disabilities

10

72

82

18

11

69

80

20

16

68

83

17

Economically Disadvantaged

7

65

72

28

7

61

68

32

9

63

72

28

Not Economically Disadvantaged

15

70

85

15

16

71

87

13

26

63

89

11

English Learners

17

52

70

30

<

<

<

<

<

<

<

<

Homeless

<

<

100

0

<

<

<

<

Military Connected

6

65

71

29

22

44

67

33

Foster Care

<

<

100

0

<

<

<

<

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

55

76

24

24

61

85

15

33

57

90

10

Female

16

52

68

32

17

65

82

18

32

58

90

10

Male

25

57

82

18

31

57

88

12

33

57

90

10

Asian

<

<

100

0

<

<

<

<

<

<

100

0

Black

10

56

66

34

13

64

77

23

14

67

82

18

Hispanic

30

45

75

25

22

56

78

22

43

57

100

0

White

28

55

83

17

32

61

92

8

46

49

95

5

Multiple Races

17

67

83

17

64

36

100

0

21

71

93

7

Students with Disabilities

14

28

42

58

6

47

53

47

23

38

60

40

Students without Disabilities

22

59

81

19

27

63

89

11

34

60

94

6

Economically Disadvantaged

14

57

71

29

17

63

80

20

21

65

87

13

Not Economically Disadvantaged

32

51

84

16

38

57

95

5

51

44

95

5

Homeless

<

<

100

0

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

<

<

100

0

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

11

67

78

22

9

72

81

19

16

66

81

19

Female

10

68

78

22

5

80

85

15

15

73

88

12

Male

11

67

78

22

13

65

78

22

17

58

75

25

Asian

<

<

100

0

<

<

<

<

Black

8

58

66

34

7

66

73

27

4

62

66

34

Hispanic

5

76

81

19

22

72

94

6

<

<

100

0

White

13

74

87

13

10

77

87

13

26

67

93

7

Multiple Races

9

64

73

27

8

69

77

23

<

<

<

<

Students with Disabilities

20

18

38

63

28

23

50

50

18

32

50

50

Students without Disabilities

9

74

83

17

7

79

85

15

16

70

85

15

Economically Disadvantaged

6

66

71

29

7

68

75

25

4

69

74

26

Not Economically Disadvantaged

17

69

86

14

12

77

90

10

31

61

92

8

English Learners

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

72

81

19

6

64

70

30

9

58

67

33

Female

7

79

86

14

5

71

76

24

9

59

68

32

Male

12

65

77

23

8

58

65

35

9

57

66

34

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

4

71

75

25

3

57

60

40

5

49

54

46

Hispanic

-

100

100

0

8

77

85

15

11

68

79

21

White

15

72

87

13

11

71

82

18

13

64

77

23

Multiple Races

<

<

<

<

-

62

62

38

-

64

64

36

Students with Disabilities

-

24

24

76

-

24

24

76

-

19

19

81

Students without Disabilities

10

75

85

15

7

69

76

24

10

63

73

27

Economically Disadvantaged

5

71

76

24

4

59

63

37

4

54

58

42

Not Economically Disadvantaged

14

73

86

14

9

73

82

18

16

64

80

20

Homeless

<

<

100

0

<

<

<

<

Military Connected

10

50

60

40

<

<

<

<

Foster Care

<

<

<

<

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

4

71

75

25

6

61

68

32

6

39

44

56

Female

4

71

75

25

3

62

65

35

8

33

42

58

Male

4

71

75

25

10

61

71

29

<

<

<

<

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

1

65

67

33

2

55

57

43

-

60

60

40

Hispanic

<

<

<

<

10

30

40

60

<

<

<

<

White

4

75

79

21

8

68

76

24

<

<

<

<

Multiple Races

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

<

<

<

<

<

<

Students without Disabilities

4

73

77

23

6

62

68

32

6

39

44

56

Economically Disadvantaged

3

62

65

35

4

51

55

45

-

50

50

50

Not Economically Disadvantaged

5

77

82

18

8

71

79

21

<

<

<

<

Military Connected

8

69

77

23

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

5

73

78

22

7

65

72

28

6

73

79

21

Female

3

79

82

18

7

64

71

29

5

75

80

20

Male

7

68

75

25

8

65

73

27

8

71

78

22

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

1

67

68

32

3

51

54

46

2

62

64

36

Hispanic

8

85

92

8

5

67

71

29

11

74

84

16

White

9

77

86

14

12

75

86

14

10

83

92

8

Multiple Races

-

86

86

14

-

75

75

25

7

79

86

14

Students with Disabilities

-

32

32

68

-

27

27

73

3

29

31

69

Students without Disabilities

6

77

83

17

8

70

78

22

7

78

85

15

Economically Disadvantaged

3

69

72

28

3

60

62

38

3

67

70

30

Not Economically Disadvantaged

8

78

87

13

15

72

87

13

11

82

93

7

Homeless

<

<

100

0

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

<

<

<

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

17

65

81

19

18

63

81

19

18

58

76

24

Female

13

69

82

18

17

65

82

18

16

61

77

23

Male

20

61

81

19

20

61

81

19

19

55

75

25

American Indian

<

<

100

0

<

<

100

0

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

10

64

74

26

13

61

74

26

10

58

68

32

Hispanic

18

72

90

10

19

66

85

15

20

59

78

22

White

22

64

86

14

23

64

87

13

25

59

84

16

Multiple Races

22

68

90

10

20

62

82

18

14

48

62

38

Students with Disabilities

13

30

44

56

14

33

47

53

15

26

41

59

Students without Disabilities

17

69

86

14

19

66

85

15

18

62

80

20

Economically Disadvantaged

12

65

77

23

13

63

76

24

12

58

69

31

Not Economically Disadvantaged

23

64

88

12

26

62

88

12

26

59

85

15

English Learners

29

57

86

14

<

<

<

<

<

<

100

0

Homeless

<

<

100

0

<

<

<

<

Military Connected

15

68

82

18

18

47

65

35

Foster Care

<

<

<

<

<

<

<

<

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

5

70

76

24

7

75

83

17

2

42

44

56

Female

6

74

80

20

5

78

83

17

3

47

50

50

Male

5

67

72

28

11

72

83

17

2

35

37

63

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

2

65

67

33

8

70

78

22

-

35

35

65

Hispanic

5

74

79

21

-

90

90

10

<

<

<

<

White

9

73

82

18

8

79

86

14

2

53

55

45

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

-

29

29

71

-

22

22

78

-

21

21

79

Students without Disabilities

6

75

81

19

8

78

86

14

3

45

47

53

Economically Disadvantaged

3

68

71

29

7

69

76

24

1

36

37

63

Not Economically Disadvantaged

8

73

81

19

8

82

90

10

4

51

55

45

Military Connected

-

89

89

11

<

<

<

<

Foster Care

<

<

100

0

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

11

69

80

20

12

63

76

24

9

65

74

26

Female

8

77

84

16

10

66

76

24

4

72

75

25

Male

14

62

76

24

15

61

75

25

15

59

74

26

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

4

70

75

25

8

55

62

38

4

60

64

36

Hispanic

18

82

100

0

5

82

86

14

29

41

71

29

White

16

67

83

17

17

67

84

16

13

73

86

14

Multiple Races

9

73

82

18

9

73

82

18

8

62

69

31

Students with Disabilities

-

35

35

65

-

30

30

70

3

31

34

66

Students without Disabilities

12

73

85

15

14

68

82

18

10

69

79

21

Economically Disadvantaged

8

67

75

26

4

63

67

33

4

63

67

33

Not Economically Disadvantaged

16

72

87

13

25

63

88

12

18

69

86

14

Homeless

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

<

<

<

<

100

0

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

10

75

85

15

7

70

77

23

13

63

76

24

Female

6

72

78

22

6

66

72

28

9

64

73

27

Male

15

78

93

7

9

74

84

16

17

62

79

21

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

5

75

80

20

6

62

68

32

9

68

76

24

Hispanic

<

<

100

0

-

77

77

23

8

77

85

15

White

14

73

87

13

11

74

84

16

16

61

77

23

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

<

<

<

<

<

<

<

<

<

<

<

<

Students without Disabilities

10

75

85

15

8

70

77

23

13

63

76

24

Economically Disadvantaged

9

73

82

18

6

67

73

27

8

62

70

30

Not Economically Disadvantaged

10

76

87

13

9

73

82

18

17

64

81

19

Homeless

<

<

100

0

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

<

<

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

62

83

17

20

62

83

17

23

62

85

15

Female

21

64

86

14

19

67

85

15

26

64

90

10

Male

21

60

81

19

22

58

81

19

20

59

80

20

American Indian

<

<

100

0

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

12

62

74

26

13

67

80

20

12

63

75

25

Hispanic

11

74

84

16

37

42

79

21

<

<

<

<

White

29

61

90

10

25

61

86

14

33

59

92

8

Multiple Races

15

77

92

8

8

69

77

23

<

<

<

<

Students with Disabilities

3

31

33

67

7

31

38

62

7

25

32

68

Students without Disabilities

23

66

89

11

22

65

87

13

25

65

90

10

Economically Disadvantaged

11

67

78

22

12

67

79

21

15

63

79

21

Not Economically Disadvantaged

34

56

91

9

32

56

88

12

34

59

93

7

English Learners

<

<

<

<

Homeless

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

33

52

85

15

39

48

87

13

29

53

82

18

Female

24

57

81

19

41

48

89

11

29

52

81

19

Male

40

48

88

12

37

48

85

15

28

54

83

17

Asian

<

<

100

0

<

<

100

0

Black

22

55

76

24

24

55

79

21

14

63

77

23

Hispanic

46

54

100

0

36

57

93

7

36

55

91

9

White

39

51

90

10

50

44

93

7

41

46

87

13

Multiple Races

50

42

92

8

57

29

86

14

22

48

70

30

Students with Disabilities

9

36

45

55

9

43

51

49

9

24

32

68

Students without Disabilities

36

54

90

10

43

49

92

8

31

57

88

12

Economically Disadvantaged

24

56

80

20

29

55

84

16

19

56

75

25

Not Economically Disadvantaged

47

46

94

6

56

36

93

7

46

48

94

6

English Learners

40

50

90

10

<

<

<

<

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

Division

1

-

1

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

The National Assessment of Educational Progress (NAEP), also known as The Nation’s Report Card, is a national assessment of student achievement that is taken by representative samples of students in each state and nationwide. Tests in reading and mathematics are administered in grades 4 and 8 every two years.
NAEP provides a means of comparing the progress of states in raising student achievement. The national testing program defines proficiency as “solid academic performance…over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.” NAEP results are not reported at the school and division levels. For more information about NAEP and the performance of Virginia students, visit the Virginia Department of Education website.

NAEP Participation Rate

All students in a school’s tested grade or age group are included in the NAEP sampling pool for selection. The Virginia Department of Education expects that most students with disabilities and English Learners will be included in NAEP testing.

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

4338

4215

4205

Female

2103

2042

2038

Male

2235

2173

2167

American Indian

5

4

4

Asian

21

24

28

Black

1873

1796

1772

Hispanic

218

191

196

Native Hawaiian

2

2

3

White

2033

1993

1979

Multiple Races

186

205

223

Students with Disabilities

525

495

494

Students without Disabilities

3813

3720

3711

Economically Disadvantaged

2708

2627

2429

Not Economically Disadvantaged

1630

1588

1776

English Learners

95

87

107

Not English Learners

4243

4128

4098

Homeless

7

9

8

Military Connected

67

55

42

Foster Care

12

10

5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Class of 2019: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with anAdvanced Studies Diploma, a student must earn at least 26 standard units of creditby passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with aStandard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

TheApplied Studies DiplomaandModified Standard Diplomaare available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2018-2019 Cohort

Student Subgroup

Type

Advanced Diplomas

Standard Diplomas

Other Diplomas

GED's

Dropouts

Other Non-Graduates

All Students

Division

173

112

9

0

20

12

State

50720

36637

2725

1082

5474

1783

Female

Division

105

48

2

0

6

6

State

27685

16172

922

354

1991

669

Male

Division

68

64

7

0

14

6

State

23035

20465

1803

728

3483

1114

Asian

Division

<

<

<

<

0

<

State

5184

1290

94

10

112

49

Black

Division

70

54

6

0

7

7

State

7796

10875

1042

248

1355

657

Hispanic

Division

5

4

0

0

1

0

State

5185

6274

356

120

2430

394

White

Division

96

48

3

0

12

5

State

29846

16411

1115

641

1424

594

Multiple Races

Division

<

<

<

<

0

<

State

2512

1634

110

58

133

77

Students with Disabilities

Division

1

9

9

0

8

0

State

1137

6719

2725

157

1073

103

Economically Disadvantaged

Division

77

65

6

0

7

7

State

10704

18183

1640

532

2851

1084

English Learners

Division

<

<

<

<

0

<

State

1263

4111

307

32

2056

178

Homeless

Division

<

<

<

<

0

<

State

206

692

68

31

302

66

Military Connected

Division

11

3

0

0

0

1

State

1928

1198

49

15

35

23

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

326

294

90

296

91

20

6

Female

167

155

93

156

93

6

4

Male

159

139

87

140

88

14

9

Asian

<

<

100

<

100

0

0

Black

144

130

90

131

91

7

5

Hispanic

10

9

90

9

90

1

10

White

164

147

90

148

90

12

7

Multiple Races

<

<

100

<

100

0

0

Students with Disabilities

27

19

70

19

70

8

30

Economically Disadvantaged

162

148

91

149

92

7

4

English Learners

<

<

100

<

100

0

0

Homeless

<

<

100

<

100

0

0

Military Connected

15

14

93

14

93

0

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of
Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage

Program Type

2016-2017

2017-2018

2018-2019

Advanced Placement Test Taken

-

-

-

Advanced Placement Course Enrollment

-

-

-

Dual Enrollment

461 / 34.15%

425 / 31.93%

347 / 26.73%

Governor's School Enrollment

-

-

-

IB Course Enrollment

-

-

-

Senior Enrolled in IB Program

-

-

-

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.
The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2017-2018 FGI cohort year (students
entering high school in 2014)

Total number of students in the cohort earning a
federally recognized high school diploma

Students who enrolled in
any Institution of Higher
Education (IHE) within 16
months of earning a
federally recognized high
school diploma

Type

Total

Total HE

Remaining Percent

All Students

Division

272

144

47

State

85,900

57,726

33

Female

Division

143

95

34

State

43,225

31,599

27

Male

Division

129

49

62

State

42,675

26,127

39

Asian

Division

<

<

100

State

6,084

5,292

13

Black

Division

117

53

55

State

18,868

11,298

40

Hispanic

Division

15

11

27

State

10,102

5,826

42

White

Division

133

76

43

State

46,449

32,341

30

Multiple Races

Division

<

<

100

State

3,990

2,715

32

Students with Disabilities

Division

17

<

100

State

7,217

3,257

55

Economically Disadvantaged

Division

151

70

54

State

27,329

14,190

48

English Learners

Division

<

<

100

State

5,182

2,820

46

American Indian

Division

-

-

100

State

265

167

37

Native Hawaiian

Division

-

-

100

State

142

87

39

< = A group below state definition for personally
identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates
about college enrollment according to the National
Student Clearinghouse. For more information, see the
answers to Frequently Asked Questions
about this report at:
http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not
participate in NSC are not included in the number or
percent of students enrolled in an IHE.
Federally recognized high school diplomas include
Standard, Advanced Studies, or International
Baccalaureate (IB) diplomas.
Most subgroups are based on students' most recent
status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;

Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;

Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or

Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education

2016-2017

2017-2018

2018-2019

State Licensures

Division

25

27

15

&nbsp

State

2,279

1,881

2,231

Industry Certification

Division

1,058

634

706

&nbsp

State

109,275

104,601

107,234

Total Credentials Earned

Division

1,083

665

728

&nbsp

State

157,490

160,248

158,452

Students Earning One or More Credentials

Division

786

420

514

&nbsp

State

126,113

128,672

126,041

Armed Services Vocational Aptitude Battery Examination

Division

5

8

14

&nbsp

State

1,431

1,537

1,317

CTE Completers

Division

120

179

196

&nbsp

State

40,516

41,438

40,209

NOCTI Assessments

Division

-

4

7

&nbsp

State

3,623

3,525

4,095

Workplace Readiness

Division

-

-

-

&nbsp

State

42,313

50,241

44,892

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Percentage of Expenditures

Division

State

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.

Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.

Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures

2015-2016

2016-2017

2017-2018

Percentage of fiscal year state operating expenditures for instructional costs

66.9

67.2

66.9

Percentage of fiscal year division operating expenditures for instructional costs

70

69.7

68.3

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.
Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.
The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

3,435

720

3,412

635

3,335

628

Female

1,672

324

1,648

313

1,617

309

Male

1,763

396

1,764

322

1,718

319

American Indian

<

<

<

<

<

<

Asian

25

3

21

2

23

1

Black

1,480

320

1,451

278

1,423

272

Hispanic

174

16

169

28

161

15

Native Hawaiian

<

<

<

<

<

<

White

1,618

344

1,627

293

1,582

302

Multiple Races

131

36

137

34

142

38

Students with Disabilities

407

104

404

102

398

94

Economically Disadvantaged

2,080

505

2,134

469

2,021

480

English Learners

95

11

86

6

90

4

Homeless

<

<

9

4

5

6

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

83

Disorderly or Disruptive Behavior Offenses

809

Other Offenses Against Persons

135

All Other Offenses

50

Property Offenses

19

Weapons Offenses

14

Offenses Against Staff

13

Offenses Against Student

57

Technology Offenses

64

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

0.1

0.1

0.1

Asian

0.6

0.5

0.1

0.6

0.1

Black

43.5

65.1

43.2

64.2

42.6

63.4

Hispanic

4.7

2.8

5

2

4.5

2.1

Native Hawaiian

0

0

0

White

47.1

29.1

46.9

30.2

47.3

31

Multiple Races

4

3.1

4.3

3.5

4.9

3.3

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.1

0.1

0.1

Asian

0.6

0.5

0.6

Black

43.5

100

43.2

42.6

Hispanic

4.7

5

4.5

Native Hawaiian

0

0

0

White

47.1

46.9

47.3

Multiple Races

4

4.3

4.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.1

0.1

0.1

Asian

0.6

0.5

0.6

Black

43.5

43.2

42.6

Hispanic

4.7

5

4.5

Native Hawaiian

0

0

0

White

47.1

46.9

47.3

Multiple Races

4

4.3

4.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

60.2

63.2

64.5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

49.9

50

46.8

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

75.1

72.4

71.6

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

Poverty Level

All Teachers

Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available